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Дисертації з теми "English language Study and teaching (Secondary) Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 20 лютого 2023

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1

Kitt, Bree Renae. "Literary Constructions of Victorian Certificate of Education (V.C.E.) English." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367884.

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Анотація:

For more than a century English has been taught in Australian schools, encompassing a range of traditions and practices lived and enacted in classroom communities. English subjects are continually evolving, moving toward a new world of infinite possibilities for human ingenuity. Teachers’ perspectives on their practices are embedded within this dynamic context, and within discourses about the traditions and responsibilities of the English subjects. In contemporary times, however, new demands are made on English and English teachers. With an increased emphasis on ‘communication’, including multimodal forms of text and literacy, the need for young people to be critically literate, and the challenges of twenty first century society and globalization mean that English is expected to fulfill diverse agendas and roles. As the only compulsory subject in most states in Australia, English occupies a significant role, catering to a wide range of students with diverse needs and abilities. The introduction of a revised final two-year English course in Victoria, V.C.E. English, in 2007-2008 brought questions about literature, the composition and purposes of English to the fore. Drawing on interviews with eight teachers of Victorian Certificate of Education (V.C.E.), the study set out to explore the place of Literature in contemporary English curriculum, and the complex values, beliefs and practices that influence teachers’ views.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text

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2

Wen, Qiu-fang, and 文秋芳. "Advanced level English language learning in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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3

Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.

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4

Yu, Siu-hung, and 余小紅. "The teaching of English: a sociological perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958400.

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5

Harfitt, Gary James. "A comparison of lexical richness in samples of written and spoken English from a group of secondary six students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184483.

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6

Naimy, Amanda Kaye. "Writer's workshop: Teaching students to own their work." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2978.

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7

Paskewitz, Paul Francis-xavier. "A corpus-based study of recurrent errors in the spoken and written English of native cantonese speakers." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?b21161781.

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8

Thorpe, Robert Nicholas. "Evaluating an English department: the use of illuminative evaluation procedures in descriptive and diagnostic analysis of English teaching programmes in high schools." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003404.

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Анотація:

To evaluate what is actually happening within a High School subject curriculum, the annual parade of marks, percentages and symbol distributions is not by itself adequate, especially in assessing progress towards such English syllabus goals as: That pupils expand their experience of life, gain empathetic understanding of people and develop moral awareness. (3.1. 4 HG) How too, from examination results alone, can a subject head of English assess the success of his objective "to woo his pupils into the reading habit"? (School 1: Goals 1988) Decisions on English department policy and procedures are frequently based on personal hunches and examination results. Few subject departments engage in proper evaluations of their curricula to support decisions made, or to impart meaning upon the countless daily transactions between child and adult, individual and institution in the learning process. This study demonstrates the efficacy of "illuminative evaluation" techniques in opening out an educational innovation (1986 First Language English syllabi of the Cape Education Department) at two High Schools for comment and appraisal. The array of information gathered should be useful in planning and implementing further curricula initiatives. The inherent flexibility of illuminative evaluation procedures and their freedom from large-scale data base requirements needed for 'scientific' models of evaluation are advantageous in investigating the untidy complexities of English teaching. Both 'closed' and 'open' response questionnaires, interviews, and perusal of relevant documents informed the researcher of the views of pupils, parents, English teachers, other subject heads, the two school principals and the education authorities on what waS and ought to be happening in English classes. From the considerable array of information generated, the distress of conscientious English teachers facing unreasonable work-loads emerged clearly. Such teachers are likely to occupy key roles in the non-racial state schools of the future and cannot be regarded as expendable. 'Open schools' present new challenges to existing curricula and the position of English may prove to be critical. Thus it is submitted that English subject heads should be concerned with evaluating their departments so that informed decisions can be taken on future directions. Illuminative evaluation is demonstrably useful in such analyses.

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9

Chan, Wai-fun, and 陳蕙芬. "Value orientations in senior secondary English language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960686.

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10

Lee, Brenda Hilary. "An analysis of senior secondary students' writing and the use of rhetorical devices." Thesis, Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/HKUTO/record/B38626354.

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11

McMillan, Deborah E. "Teachers' classroom practice : emic interpretations of teaching English in Belize's secondary schools." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263896.

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Анотація:

This study was designed to gather the meaning-perspectives and interpretations teachers gave to their language teaching practice using their voice and the voice of learners. The complex and paradoxical language situation in Creole-speaking communities like Belize has been well documented by researchers and linguists including Craig (1978), Roberts (1994), Robertson (1997), and Young (1995). There are a number of education reports on the English language teaching situation at the primary school level in Belize; however, very little attention has been given to English language teaching at the secondary level. In this study, the teachers' practice was examined using Clandinin's (1985), Elbaz's (1983), and Jarvis's (1999) definitions of teachers' knowledge. Nespor's (1987), Pajares' (1992) and Richards and Lockhart's (1996) articles and research on teachers' beliefs served as theoretical support on the role and importance of beliefs in teachers' practice. The language teaching strategies offered by Kumaravadivelu (1994), and those recommended for bidialectal communities by Corson (1997), Craig (1978), Robertson (1995), Rubinstein (1977), Sato (1989), and Young (1995) were used to compare the strategies found in the data.Two secondary school teachers and two students participated in the study. Data were gathered using short teacher questionnaires, teachers' lesson plans, pre-observation and follow-up interviews with teachers, audio-taped and video-taped class observations, stimulated recall sessions with teachers and students, and the researcher's field notes and reflective journal. The analysis of data produced four themes: (a) teachers' English language practice, (b) teachers' knowledge about their practice, (c) teachers' pedagogical beliefs, and (d) the learners' voice: the other perspective.The study's findings suggest that the teachers' personal, practical, and situated knowledge resides in their practice. A practice informed by their pedagogical beliefs, and reflected in the choice of English language teaching strategies developed from a complex fusion of pedagogical beliefs, learner needs, and the sociolinguistic context. The findings did not support the view that English language teachers are ill-prepared for the bidialectal situations in Creole communities, nor were the teachers poor models of English. This study will contribute to the understanding of English language teaching in Belize's secondary schools.
Department of Educational Studies

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12

Wong, Yuk-kuen Suzanne, and 王玉娟. "Exploring secondary school students' reactions to the experiential dimension of English language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961435.

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13

Fong, Wai-lin Yvonne, and 方慧玲. "Written English errors of eighth graders in an Anglo-Chinese school inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949022.

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14

Al, Jamal Maysoon Hasan. "Teaching English as a foreign language in secondary schools in Bahrain : an evaluation study." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:3899.

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15

Lin, Angel, and 練美兒. "Teaching in two tongues: language alternationof bilingual teachers in English language lessons in Hong Kongsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31209348.

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16

Price, Cecelia Joyce. "Multimodal Design for Secondary English Language Arts: A Portraiture Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984194/.

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Анотація:

Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities. Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.

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17

Wong, Chau-yee Lucilla, and 王秋兒. "A case study of the process of writing of Form Six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195683X.

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18

Li, Iok Meng. "Motivation in second language learning : A small-scale qualitative study of language attitudes in a Macau English-medium secondary school." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586637.

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19

Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.

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Анотація:

This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.

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20

Leung, Lai-kum, and 梁麗琴. "A study of the use of connectives in students' writing in AL classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956579.

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21

Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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22

Leung, Hin-ki Stella, and 梁顯奇. "The teaching of English in Hong Kong secondary schools: a sociolinguistic approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31952124.

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23

Zheng, Xinmin, and 鄭新民. "Pedagogy and pragmatism: secondary English language teaching in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30273250.

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24

Josua, Helena Megameno N. "Improving explanation writing skills of junior secondary learners in life sciences: a case study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003452.

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Анотація:

Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.

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25

Li, Po-lung, and 李寶龍. "The effectiveness of an English language enrichment programme implemented in the junior forms of a Chinese-medium secondary schoolin Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44139640.

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26

Adamson, Robert Damian. "English in China: the junior secondary schoolcurriculum 1949-94." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31236479.

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27

Wong, Hoi-yee Grace, and 黃愷怡. "Teaching of writing: a study of the effects of the teaching of rhetorical information structure on theorganization of the writing of Form 4 and Form 7 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956865.

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28

Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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Анотація:

The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.

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29

Beckett, Gulbahar Huxur. "Project-based instruction in a Canadian secondary school's ESL classes : goals and evaluations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ46317.pdf.

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30

Dragemark, Oscarson Anne. "Self-assessment of writing in learning English as a foreign language : a study at the upper secondary school level /." Göteborg : Acta Universitatis Gothoburgensis, 2009. http://hdl.handle.net/2077/19783.

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31

Kettner, Paul. "Evolving notions of literacy and the teaching of English : a document analysis of the Secondary English Language Arts Program for Secondary Cycle Two in Quebec." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101886.

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Анотація:

This study examines how changing notions of literacy are translating to curricula in the teaching of English. Two tasks are undertaken: the first is to survey the literature that has informed the ongoing evolution of the concept literacy with the specific goal of highlighting recurring themes in an effort to determine what a New Literacy curriculum would look like in practice. The second part of this study is a document analysis of the Secondary English Language Arts (SELA2) Program for Cycle Two students. The analysis attempts to determine the degree to which the SELA2 document has been informed by new theories of literacy stemming from social theory, critical theory, and New Literacy Theory. Special attention is given to the ways in which the document politicizes the teaching of English, shifting the learning of literacy from an individual skill to a social endeavor that has as one of its tenets a societal move toward greater democracy.

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32

So, Pui-kwan, and 蘇佩君. "The acquisition of English passives by Cantonese ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31571773.

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33

Yap, Set-lee Shirley. "Out-of-class use of english by secondary school students in a Hong Kong Anglo-Chinese school." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883468.

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34

Lee, Kwong-hung, and 李廣雄. "Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.

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35

陳凱茵 and Hoi-yan Chan. "Changing English language teaching through ICT integration: an investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256132.

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36

Li, Suk-fong, and 李淑芳. "The use of film subtitles in teaching English to the junior form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945119.

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37

Ng, Lai-wah, and 吳麗華. "The effectiveness of small class teaching of English in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37605227.

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38

Choi, Ching-ha Maggie. "Perceptions of using language arts activities in teaching short stories : a case study." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36743124.

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39

Chavali, Nalini. "Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.

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40

Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.

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41

Chan, Yin-shan Catherine, and 陳嫣珊. "An investigation into the language use of English elective student teachers during teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957742.

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42

Kim, Joong-Won Education Faculty of Arts &amp Social Sciences UNSW. "Second language English listening comprehension using different presentations of pictures and video cues." Awarded by:University of New South Wales. School of Education, 2003. http://handle.unsw.edu.au/1959.4/19065.

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Анотація:

The study tested the effects of different presentations using pictures and video cues for improving listening comprehension of English news programs. Four experiments are reported, studying listening comprehension of English as a second/foreign language with 687 Korean secondary students. Comparisons on listening comprehension showed better performance with visual cues than with no visual cues. Listening comprehension with video cues was more successful than that with pictures. The advantage of the combination of verbal and visual information over the presentation of verbal information alone was in accord with dual coding theory. When contextual information presented using priming techniques was compared to using feedback and simultaneous presentations, listening comprehension was better using priming. In the comparison of feedback with simultaneous presentations, listening comprehension was improved more when pictures with headlines were presented using feedback than using simultaneous presentations. In contrast, no differences were found between feedback and simultaneous presentations when video cues with headlines were presented. Visual cues with headlines presented using priming might enable learners to activate prior knowledge or schemata to improve listening comprehension. Headlines presented at the beginning stage of listening were effective for listening comprehension. In addition, the effects of presentations were enlarged by adding headlines to visuals. Applying the priming presentation along with the enrichment of contextual cues resulted in improved listening comprehension. Less proficient students benefited relatively more from the contextual cues with headlines and pictorial cues for comprehending the news than more proficient students. In particular, for less proficient students, video cues with headlines were more helpful in listening comprehension than pictures with headlines. This was because more abundant visual cues such as paralinguistic cues were more likely to be provided in video than in picture formats. The best listening comprehension occurred when presenting pictorial cues with headlines using priming presentation. The present study concluded that more abundant pictorial cues were useful for improving listening comprehension. Headlines added to the pictorial cues improved performance, especially for less proficient students, who benefited relatively more. The pictorial cues with headlines presented using a 'priming' technique were most effective in improving listening comprehension, probably because they activated prior knowledge or schemata.

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43

Li, Chung-keung Alain, and 李仲強. "Motivating students to learn English through language arts activities: an exploratory study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27051274.

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44

Ho, Wing, and 賀穎. "An evaluation of the effects of the new use of English Examination syllabus on the teaching and learning of English in some form six andseven classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B3862655X.

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45

Tong, Siu-yin Annie, and 湯小燕. "Task-based learning in English language in Hong Kong secondaryschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45015041.

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46

Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.

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47

Chiang, Ling-wah Kitty, and 姜玲華. "A lexical analysis of difficulties encountered by middle 4 students ina Chinese middle school in using a local English course book." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31948960.

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48

Hui, Lai-yin Connie, and 許麗賢. "An investigation of the errors made by Hong Kong secondary students intheir written work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3169178X.

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49

朱加信 and Karson Chu. "Written English errors: a case study of one secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31679808.

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50

Macrae, Claire Elisabeth. "Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001423.

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This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified

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